A Questionnaire-Based Validation of Multidimensional Models of Self-Regulated Learning Strategies

Autor/inn/en	Teng, Lin Sophie; Zhang, Lawrence Jun
Titel	A Questionnaire-Based Validation of Multidimensional Models of Self-Regulated Learning Strategies
Quelle	In: Modern Language Journal, 100 (2016) 3, S.674-701 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12339
Schlagwörter	Questionnaires; Metacognition; Writing Strategies; English (Second Language); Second Language Learning; Writing (Composition); Undergraduate Students; Asians; Psychometrics; Multiple Regression Analysis; Correlation; Learning Motivation; Language Proficiency; Factor Analysis; Foreign Countries; Educational Psychology; Structural Equation Models; Second Language Instruction; China + Suchen Sie Ihr Suchwort? Fragebogen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schreibtechnik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schreibübung; Asian; Asiat; Asiatin; Asiaten; Asiate; Psychometry; Psychometrie; Korrelation; Motivation for studies; Lernmotivation; Language skill; Language skills; Sprachkompetenz; Faktorenanalyse; Ausland; Erziehungspsychologie; Pädagogische Psychologie; Fremdsprachenunterricht
Abstract	This study aimed to validate a newly-developed instrument, The Writing Strategies for Self-Regulated Learning (SRL) Questionnaire, with respect to its multifaceted structure of SRL strategies in English as a foreign language (EFL) writing. A total of 790 undergraduate students from 6 universities in Northeast China volunteered to be participants. Confirmatory factor analyses (CFA) through structural equation modeling (SEM) were applied to evaluate 3 hypothesized models. The results of the CFA validated a 9-factor correlated model of second language (L2) writing strategies for SRL with satisfactory psychometric characteristics. Model comparisons confirmed a hierarchical, multidimensional structure of SRL as the best model, in which self-regulation, as a higher order construct, accounted for the correlations of the 9 lower-order writing strategies, pertaining to cognitive, metacognitive, social-behavioral, and motivational regulation aspects. Multiple regression analysis revealed that 6 out of 9 SRL strategies had significant predictive effects on EFL writing proficiency. The empirical evidence lends preliminary support to a transfer of SRL theory from educational psychology to the field of L2/EFL education, particularly L2/EFL writing. Implications of these findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01